Cot 3 Math

LESSON PLAN IN MATHEMATICS 5
SECOND GRADING
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of decimals
B. Performance Standards
The learner is able to apply the four fundamental operations involving decimals
C. Learning Competencies/Objectives
Rounds decimal numbers to the nearest hundredth and thousandth. M5NS-IIa-103.2
Rounding Decimals
A. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
Curriculum Guide, page 148
21st Century MATHletes Teaching Guides pp. 46 - 48
2. Learners’s Materials pages

21st Century MATHletes Learner Materials pp. 106 - 109
3.Textbook pages
4. Additional materials from learning resource (LR) portal
B. Other Learning Resource
metacards, tarpapel, charts, ICT generated pictures, strips of paper
III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
1. Drill
Ask the learners to give the value of the underlined digit of the given decimal
1. 0.0012 4. 13.6
2. 0.977 5. 2.1734
3. 0.0014
2. Review
Tell the learners to round the given numbers to the indicated place value.
1. 1342 (tens) 4. 21 501 (hundreds)
2. 8700 (thousands) 5. 482 926 (ten thousands)
3. 11 241 (thousands)
B. Establishing a purpose for the lesson

Among the eight planets in the Solar System, Mercury is the smallest planet and closest to
the Sun with an orbital period of about 88 Earth days. Seen from the Earth, it appears to move
around its orbit in about 116 days, which is much faster than any other planet. This rapid motion
may have led to it being named after roman deity Mercury, the fast-flying messenger to the
gods. Mercury revolves around the sun at speed of about 48.8692 km per second. Round this
number to the nearest tenths, hundredths, and thousandths.
C. Presenting Examples/ instances of the new lesson
1. Let the learners visualize the concept of rounding. Discuss the rules in rounding
decimals to the nearest hundredths and thousandths using the number line.
2. After letting the learners visualize the concept of rounding the numbers to the
nearest hundredths and thousandths, you may also use the examples given
clearly to show the relationship between number line and the rules.
D. Discussing new concepts and practicing new skills #1 •

To round a decimal number, determine first the rounding place. Then look at the digit to the
right of the rounding place.
The digit in the rounding place is the one that will either be rounded up or rounded down
depending on the digit to its right. If it is 5 or greater, add 1 to the digit in the rounding place. If it
is less than 5, retain the digit in the rounding place. Do not forget to drop all the digits after the
rounding place.
E. Discussing new concepts and practicing new skills #2
Present more examples

Round each decimal to the indicated place.
Nearest Tenths Nearest Hundredths Nearest Thousandths
1. 8.4325 8.4 8.43 8.433
2. 75.2751 75.3 75.28 75.275
3. 216.2537 216.3 216.25 216.254
F. Developing Mastery
Two boxes for mailing are weighed at the post office. Box A weighs 8.25kg while Box B
weighs 8.225 kg. Which of the boxes is heavier when the weights are rounded to the nearest
tenths?
Solution:
Round the weights of the two boxes A and B which 8.25 and 8.225 kg, respectively. We
have:
Weight of Box A:
Digit in the rounding place
8.25
Digit to the right of the rounding place
Since 5 is the digit to the right of the rounding place, round up by adding 1 to the digit in the
rounding place. Thus, 8.25 will become 8.3.
Weight of Box B:
Digit in the rounding place
8.225
Digit to the right of the rounding place
Since 2<5, round down and drop all digits after the rounding place. Thus, 8.225 will
become 8.2.
Answer: Box A is heavier than Box B when rounded off to the nearest tenths.
G. Finding Practical application of concepts and skills in daily living
Group the pupils into three. Let each group work collaboratively on the assigned task for them
based on the table
Presented below:
Directions: round to the indicated place
Group I – Nearest Tenths
Group II – Nearest Hundredths
Group III – Nearest Thousandths
H. Making generalization and abstraction about the lesson
Lead the pupils to generalize

What is the rule to be followed when rounding decimals?
1. Identify the digit to be rounded-off.
2. Inspect the digit to the right of the required place.
a. If the digit is greater than 5, add 1 to the digit at the required place.
b. If the digit is less than 5, retain the digit at the required place. Then drop all
the digits to the right of the required place.
c. Copy all the digits to the left of the required place if there are any.
I. Evaluating learning
Complete the table
Decimal Round to nearest Round to nearest Round to the nearest

tenths hundredths thousandths
a. 2.3842
b. 0.56893
c. 2.96425
d. 5.2358
e. 0.86302
J. Additional activities for application or remediation
Complete the table.
Round to
Decimals Hundredths Thousandths Ten Thousandths

1. 0.89432
2. 5. 09968
3. 2.96425
4. 5.2358
5. 0.86302

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LESSON PLAN IN MATHEMATICS 5

2. Learners’s Materials pages

B. Establishing a purpose for the lesson

D. Discussing new concepts and practicing new skills #1 •

Present more examples

G. Finding Practical application of concepts and skills in daily living

H. Making generalization and abstraction about the lesson

Lead the pupils to generalize

Complete the table

Decimal Round to nearest Round to nearest Round to the nearest

Complete the table.

Decimals Hundredths Thousandths Ten Thousandths

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